Feelings, Thoughts, and Mind Traps was developed as ancillary material to the Straight Ahead: Transition Skills for Recovery treatment manual developed at TCU.

This session features a leader’s script, with notes, worksheets, and handouts for leading a discussion on the interplay of feelings, thoughts, and “mind traps” (i.e., cognitive distortions) that can threaten recovery.

Participants are invited to think about how they know the difference between what they are feeling and thinking, and   how feeling-based distortions can get in the way of productive communication.

Materials for a “mini-lecture” highlight common mind traps and introduce ideas for recognizing them and changing thinking patterns.

Step 1 Introduce the session topic.

For some people, the decisions that lead to relapse often are preceded by negative or troubling feelings. It can sometimes   “feel” as though feelings have a life of their own. We may believe it’s impossible to understand, predict, or control our   emotional responses to people or events.

However, feelings and emotions aren’t magical. They are part of being human and   we can learn how to “think” about our feelings in a way that makes it less likely that we will be ruled by what we feel.

Recovering people often are told by counselors, family members, and friends that they must learn to “deal” with their feelings in order to make progress.

“Dealing” with our feelings means (1) accepting that feelings are normal; (2) understanding that thoughts or ideas may influence certain feelings; and (3) talking about our feelings productively (without blaming ourselves or others for what we feel).

So, the key to “dealing” with feelings is to accept, understand, and talk about them. Most people will gladly express their opinions and thoughts on a subject. However, feelings and emotions are rarely   discussed openly and honestly.

We seem to have learned early in our lives that feelings and emotions should be suppressed and denied. As children, we may have heard messages such as “Don’t get mad at your brother;” “There’s no reason for you to get so upset;” “Don’t be a cry baby!;” “Calm down and quit being so excited;” or “You shouldn’t feel that way.”

We enter adulthood having learned certain feelings are not acceptable, we shouldn’t feel them, and if we do, we shouldn’t talk about them. The inability to recognize and identify our feelings, and to express them in appropriate ways causes problems.

First, our ability to communicate honestly and assertively with people we care about suffers. This results in relationship difficulties and deprives us of the support we need.

Second, when we don’t have an avenue for dealing with our feelings openly, we may attempt to “medicate” those feelings so they won’t trouble us.

Some people use drugs and alcohol, others may use food or   gambling, and so on. As you are aware, however, once the medication wears off, the feelings are still there. A vital part of   recovery is learning to recognize and communicate about feelings.

Step 2 Lead a discussion on the characteristics of feelings and emotional states.

Begin by asking participants to help brainstorm a definition for “feelings” and “emotions” and discuss the response. Use some of the following ideas to build the discussion:

The questions “what are feelings” or “what are emotions” are difficult to answer simply. Emotions are a component of   everything we experience as human beings. A specialized area of our brain is used for processing our own feelings and   analyzing the clues we pick up about other people’s feelings.

Everything that happens in our lives involves an emotional   response at some level.

Discuss awareness issues related to how we respond to emotions:

Physical Responses

* One way in which emotions are experienced is physical. When we experience certain feelings, we may also experience   bodily sensations such as sweaty palms and increased blood pressure.

Intense feelings actually cause changes in   adrenaline secretions and blood sugar levels. Some of these physical changes are linked to survival mechanisms. For example. the surge of adrenaline we may experience when we are frightened sharpens our reflexes and prepares our   muscles to run or to fight.

* Many emotions have similar physical characteristics. For example, we may experience a pounding heart and a red face   when we are angry. We may also have the same physical sensations when we are embarrassed.

Noticeable physical   sensations are a clue we can use. By learning to ask “What am I feeling right now?” when we are aware of a physical   response to a situation, we can better recognize and identify our feelings. Ask the group to discuss some of the physical sensations associated with the following feelings: anger, excitement, fear,   jealousy, embarrassment, relief.

Nonverbal Responses

* We communicate much of what we are feeling nonverbally. That is, we communicate what we are feeling through   gestures, facial expressions, tone and loudness of voice, eye contact, and the physical distance we place between ourselves   and others.

This is also referred to as “body language.” In some situations, we may be unaware of the feelings we   communicate nonverbally or the impact of our nonverbal communication on others. In some situations, we may purposefully   use nonverbal communication to send a message. For example, glaring and waving your fist at someone who just snatched a   parking space you were waiting for.

Ask participants to describe how the following feelings may be communicated nonverbally: happiness, anger, sadness,   nervousness, compassion.

Encourage specific examples from their observations of others (“How can you tell when your   husband is angry?” or “What clues do you get when you know your son is nervous?”). Alternatively, clip photos of people   from magazines and ask participants to comment on the feelings suggested by the subjects’ body language.

Matching Words and Feelings

* In order to communicate effectively, it’s important to be aware of how we communicate nonverbally. Keep in mind   nonverbal communication is often more powerful than words for communicating feelings, and may be interpreted and believed   more often than words.

* For example, suppose someone asks you if you are upset, and you say “No, I’m not,” in an angry tone of voice, with a   glare in your eyes, and your arms folded across your chest. The person who asked will very likely assume that you are   upset, even though your words deny it.

When there is confusion between the words and the feelings expressed nonverbally, most people will believe the nonverbal message. Ask participants to share personal experiences in which there was confusion between what someone said to them and the   feelings they understood from the nonverbal message.
Summarize

Feelings and emotions are an important part of being human. Feelings have a physical side, in that we can actually feel them   in our bodies. We also communicate feelings with our bodies, whether we are aware of doing so or not.

Nonverbal   communication is one of the most important ways in which we communicate. Awareness of these things is a first step in   learning to use our feelings constructively. Pay attention to what your body tells you, especially when it comes to uncomfortable feelings like anger, jealousy, resentment, anxiety.

Developing body awareness gives you a tool to use for taking some deep breaths and calming down when needed.

Also pay attention to the things you do to communicate your   feelings without words. And develop awareness about how other people communicate their feelings to you.

Awareness is the first step. How we think about feelings is the next step.

Step 3 Introduce the topic of the link between thoughts and feelings:

It is important to realize the impact that certain thoughts and ideas may have on our feelings and emotional states. It is   especially important to learn to recognize ideas and thinking patterns that lead to negative or uncomfortable feelings.

These thinking patterns may occur regularly for some people, and the result is usually more troubling feelings. It’s a kind of “mind trap” we have learned to trap ourselves with. Over time, these patterns or ways of thinking, these mind traps, can wear us down and keep us emotionally upset.

    [continued]  

Excerpted from Unlock Your Thinking - Open Your Mind - A collection of materials for leading counseling sessions that address thinking patterns that can hamper behavior change.
http://www.ibr.tcu.edu/_private/manuals/BriefInterventions/BI(05Aug)-mind.pdf
  

Roadblocks to Healthy Thinking was developed as ancillary material for the Straight Ahead: Transition Skills for Recovery manual developed at TCU.

This session features a leader’s script, with notes, worksheets, and handouts for leading a discussion about how the use of thinking errors (“cognitive distortions”) can interfere with healthy thinking if left unchecked.

Participants are introduced to common thinking patterns that lead to frustration, distortion, and avoidance of personal responsibility. Materials for a “mini-lecture” highlight healthy and unhealthy “ways of thinking” (WOT) and teach participants strategies for recognizing and challenging thinking errors.

**Improving Our WOT handout in the session was adapted from the following article: Roberts, E. (Fall, 2001). Motivation for change and the addiction/offender cycle. Treatment Tribune, Texas Department of Criminal Justice Substance Abuse Treatment Program.

Step 1

Introduce the topic of thinking patterns or “ways of thinking” (WOT) that can interfere with change and contribute to relapse. Write W-O-T on board or flip chart, and identify it:

WOT = Ways of Thinking. WOT you think is WOT you become.

Our WOT, our ways of thinking about things in life, plays a big part in our emotional health, but more importantly, it is often the driving force behind how we behave, how we make decisions, and how well we get along with other people.

Generally, we all have many thinking habits or patterns of thinking—some of them healthy and helpful, and others not so helpful or healthy, in terms of our decisions, behavior, and relationships.

For example—if I have a general WOT that sounds something like this: “People deserve to be treated with kindness and respect,” then it can be expected that most of the time I will make decisions and choose how I will act based on respecting others.

However, if I have a WOT that plays this message: “People are scum and no one can be trusted,” then my decisions and actions towards others will be very different.

Ask participants for examples. Encourage participants to give specific examples of how these two different ways of thinking might influence decisions, behavior, and relationships.

Step 2

Distribute WOT To Avoid handout (page 23). Review each WOT with participants. Encourage discussion and provide examples of how these thinking errors interfere with treatment progress:

One way to learn more about the Ways of Thinking that usually interfere with making good decisions, behaving wisely, and getting along with others is to discuss some of the most common ones.

** “But…everybody was doing it…”

Rationalization – Rationalization is what we do when we try to excuse ourselves from full responsibility for our actions. We think of explanations that seem to fit or that seem to “logically” explain our decisions or behaviors. We look at the outcome of our actions or at a conclusion we have reached, then we pull evidence out of the air that we think will explain everything while allowing us to “look good” in the eyes of others. We often use rationalization as an attempt to justify our bad behavior.

** “Someone’s gotta pay…”

Blaming – Blaming begins with an error in how we think about things that happen in the world and things that happen involving other people. We try to convince ourselves that all bad events are caused by somebody or that somebody intentionally set out to cause the bad event that has caused us a problem.

This makes us want to “point the finger” instead of finding a solution. By blaming someone else, we don’t have to consider our own actions or responsibility. Let’s face it, blaming others often is a back-handed way of trying to excuse our own behavior.

** “I just don’t understand…”

Confusion – When we don’t want to face a situation, we may think that if we appear puzzled and confused to others, they will let us off the hook. For example, we may say we just don’t understand the question or an assignment, then not pay attention when someone tries to help us out.

This way of thinking allows us to pretend to be “confused” about assignments, rules, requirements, expectations, or facts. If we are “confused” then we think we can blow off meeting obligations or taking responsibility for ourselves. We may also use confusion when we want to avoid taking full responsibility for things we did in the past. For example, someone claims to not remember or to be confused about how drugs came to be in his/her possession.

** “He did that just to piss me off…”

Assuming – Making assumptions about other people’s thoughts, feelings, or motives is a way of thinking that allows us to justify our resentments, insecurities, and paranoia. Rather than checking out the facts by asking others about their feelings or intentions, we go with our own assumptions, which are usually negative and blaming.

The pay-off is that we can “righteously” overreact or behave badly without being bothered by the truth of a situation. We use assumptions to justify our behavior and to avoid taking responsibility for jumping to conclusions.

** “It was just one lousy beer…”

Minimizing – This way of thinking can be summarized as “trying to make a molehill out of a mountain.” When we minimize, we attempt to make others believe that what was, in fact, a pretty big screw-up was really “no big deal.” Usually, the words “just” and “only” will be part of our attempts to minimize our actions.

When we minimize we are usually attempting to avoid or reduce the consequences of our behavior. The payoff is if we believe our own minimizing then we don’t have to feel remorse or make amends for our actions.

** “I should be given another chance…”

Entitlement – This way of thinking allows us to feel that we are somehow “better than” or more deserving of special treatment than the other guy. In other words, we allow ourselves to believe that the rules just don’t apply to us because we are unique and therefore entitled to special consideration.

We may further believe that everything should be made easy for us, and that we should not have to put forth any effort toward our goals. Most of all, when our thinking involves entitlement, we believe that we should not have to pay the consequences for our mistakes, poor decisions, or lack of effort.

** “I never had sexual relations with that woman…”

Lying – This is the one way of thinking that doesn’t require a lot of definition for most of us—we all know what lying is. We use lying to distort the truth or to confuse or make fools of other people. Sometimes we lie because we fear the consequences of the truth.

A lie of commission is when we make up a falsehood on purpose—a regular old lie. A lie of omission is when we tell part of the truth, but leave out important details (for example, telling your wife that you had lunch with an old girlfriend, but leaving out the part where you went to the motel after lunch!). Interestingly, many people refuse to believe that this second type of lie really is a form of lying.

** “Poor, poor pitiful me…”

Victim Stance – Sometimes we think we can fool or control others by getting them to feel sorry for us. When we use this way of thinking, we attempt to present ourselves as the “true victim” of a situation so that others will see us as powerless and not responsible for our own behavior.

The payoff is that if we can trick others into seeing us as some kind of “victim” of circumstance, we don’t have to be accountable or responsible for our behavior or choices. In this way, the problems that we usually end up causing for ourselves can be blamed on our past, our family, the system, or on the cruel, hard world.

** “I don’t need this stupid class, I already know this stuff.”

Grandiosity – This thinking error involves the belief that we are superior to others, that we should never be questioned or challenged, and that we are right about everything (which means everyone else is wrong).

No one can teach us anything because we believe we are smarter, better, more capable, or more “in the know” than other people, even if the facts don’t support it. We think that our lives, experiences, knowledge, needs, problems, concerns, and opinions are the only ones that really matter.

   --continued--

Excerpted from Unlock Your Thinking - Open Your Mind - A collection of materials for leading counseling sessions that address thinking patterns that can hamper behavior change.

http://www.ibr.tcu.edu/_private/manuals/BriefInterventions/BI(05Aug)-mind.pdf
 

Thinking and Behavior Cycles was developed at TCU for the CJ-DATS project. This session features a leader’s script, with notes, worksheets, and handouts for leading a discussion on the nature of behavior cycles and the interplay of thoughts and feelings that fuel cycles of unwanted behaviors or relapse.

Materials highlight the structure of many types of “cyclical” behaviors and participants are invited to identify the thinking patterns associated with their own previous cycles of drug abuse and/or criminal activity and to plan strategies for interrupting future cycles before they begin.

Step 1

Introduce the topic. Invite participants to discuss how some behaviors and ways of doing things become “habits” “rituals” or “cycles,” and are often below the radar of conscious thought.

Point out that most situations we consider to be “problems” very often involve cycles. In other words, a “difficulty” can be thought of as “one damn thing after another.” But a “problem” is usually “the same damn thing over and over again.”

Give an example. Describe one of your own problematic cycles to get the ball rolling, or use this script.

When I was in school, I was frequently late to class. It went something like this: The alarm would go off and I would hit the snooze. I’d usually do this for about 30 minutes, then run to the shower. If one of my room-mates was there first, I’d curse and pace around until the shower was free.

I’d then race to school, probably driving a lot faster than I should have…no, definitely driving faster than I should have. I’d then park and race to class, all the while cursing myself for oversleeping, and feeling disgusted and ashamed of myself for my lack of discipline and for disrupting the class when I walked in late.

I’d spend the rest of the morning in a rush, trying to catch up, and would promise myself… swear to myself… make a mental oath to myself that I would do better tomorrow. That I would get up in plenty of time, not hit the snooze, not oversleep, etc.

Sometimes that worked for a day or two, I’d tell myself I was “okay” and in control of things. But, there I would be again, hitting that snooze button, being late for class.

Distribute The Cycle handout (page 36). Draw your example as a cycle on an eraser board or flip chart, as show below:
[see source document for diagram]

Mental Attention; Thoughts Feelings
Event; Impulse; Fleeting Idea
Repeat Problem Behavior
Vow to Change; Pretend “Normal”
Guilt Shame Anger Regret
Permission Statement

[see source document for diagram:]

ALARM CLOCK RINGS; “I’m tired”
“I hate to get up” “I want to sleep”
"I’ll just lie here for another 15 minutes”
Roll over; hit the snooze button
“I hate it that I’m always late!!”
“I’ll get up tomorrow-no big deal”

Explain how the parts of the example fit into the cycle:

Most cycles or habitual patterns of problem behavior work in the same way. They usually begin with an event, and / or an impulse, or fleeting thought. Instead of choosing to ignore or override this initial thought/impulse, we give it some more mental attention, inviting thoughts and feelings that influence the decision about what to do.

At some point in this thinking, we give ourselves a permission statement that helps us justify the problem behavior. We then repeat the problem behavior. Afterwards, however, we usually feel really bad about stepping back into the cycle (guilt, shame, anger, regret).

We then tell ourselves that it won’t ever happen again, or that we will change next time (vow to change). Or we try to fool ourselves and others by acting like nothing ever happened (“pretend normal”). However, we remain at-risk for jumping right back into the cycle of problem behavior in the future.

Explain the transitional arrows. Review and discuss Mind Traps and WOT to Avoid handouts:

Cycles are “driven” by many of the overriding thinking errors that were discussed in earlier sessions. In drawing a picture of a cycle, we use the arrows to represent the “mind traps” and WOTs (ways of thinking) that push people to follow an impulse and end up repeating a problem behavior.

For instance, things like minimizing, justifying, blaming, entitlement, playing helpless.

Staying with the example used, summarize how a typical behavior cycle operates, plugging in examples of thinking errors that drive the process:

In my example, the whole thing looks something like this. The alarm rings, and I have an impulse to stay in bed. A sleepy little thinking error voice tells me “I shouldn’t have to get up when I feel so tired” (entitlement).

This helps me focus mental attention and begin to develop strong feelings/thoughts toward the impulse to stay in bed.

Another thinking error “It’s just not fair” (victim stance) moves me toward a permission statement, “I’ll just give myself another 15.”

And yet another thinking error, “It’s just 15 minutes” (minimizing), allows me to hit the snooze button.

Later, as reality sets in and I realize I did the very thing I was trying to stop doing, thinking errors help fuel the bad feelings I now have about myself, “I’m a loser” (helpless), “I can’t do anything right” (all-or-nothing).

Of course, these bad feeling also keep other thinking errors active – minimizing, justifying, etc. Guilt helps fuel all the mental promises I make to myself to not do it again, to change, to reform.

I tell myself I’ll stop oversleeping and that it is “No big deal”(lying, minimizing). However, since I was “driving in the dark,” in the sense that I was not aware of the way my cycle operated, I had no real plan beyond mental promises to change the problem behavior, so I was at risk for it to happen again, and again, and again.

Transition

Events, impulses, thoughts, feelings, and behavior are all at work in the behavior cycles that cause us problems. Often, the impulses, thoughts, and feelings have been operating together for so long, they are out of our conscious awareness.

We end up doing the same damn thing over and over, but remain truly clueless about “how come” it keeps happening. Using the mental picture of a “cycle” is a good first step for gaining awareness and learning to break or interrupt the problem behavior.

It forces us to take the time to look at all the parts—the urges and impulses, the mental justification and other thinking errors that we use to repeat the behavior, and the feelings that come from yet another failure to change. It can be tough work, and it requires a lot of honesty and courage. Bothering to take a really close look at ourselves is one of the most courageous things we ever do.

Step 2

Distribute One of My Cycles worksheets (page 37). Ask participants to think about a problem behavior they struggle with that seems to keep on cycling in their lives. Encourage them to think about current behavior cycles that are causing problems. Prompt them to focus on general types of problem behavior cycles (diet, exercise, getting in trouble, problems with other people, procrastination, breaking rules).

Allow time to complete the worksheets. Be available to guide individual participants who get stuck.

Ask for volunteers to describe their problem behavior cycle from the first (general) worksheet. Use a flip chart or eraser board with a cycle template and fill in and label the parts of cycle as the participant describes them.

Stay with the volunteer and ask:

Has there ever been a time when, despite the same activating event or impulse, you didn’t “cycle through?” In other words, a time when you interrupted the cycle, didn’t repeat the problem behavior?

(If yes)
What did you do to stop the thoughts and not give a “permission statement?”
How did you make yourself do that?
How might you make yourself do it more often?

(If no)
Based on what you know about yourself, what would be the best way to interrupt one of your cycles, once the impulse has happened?
How might you make yourself do that?
What else might help you interrupt a cycle?

Those sound like practical ideas – Would you be willing to try them next time you find a cycle starting, and report back to us?

Complete this process with two or more volunteers, as time allows.

Distribute another One of My Cycles worksheets (page 37). Ask participants to use it to map out how their drug use cycles operated in the past. Encourage them to focus on a specific drug/alcohol use episode that they remember from the past or their most recent drug use episode (relapse).

As before, allow time to complete the worksheets. Be available to guide individual participants who get stuck.

Ask for volunteers to describe the cycle they chose to describe on the second (drug use) worksheet. Use a flip chart or eraser board with a cycle template and fill in and label the parts of cycle as the participant describes them.

Process the worksheet activities with some of the following questions:

What similarities are there between your “bad habit” cycles and your drug using cycles?

What are the differences between the two examples of behavior cycles you recognize in yourself?

Based on what you know about yourself, what works best to help you interrupt a drug cycle once it’s started?

Who can help with this? What would your closest person (friend, spouse, family) advise you based on what they know about you?

How might you remember to do “what works” more often?

  --continued--

Excerpted from Unlock Your Thinking - Open Your Mind - A collection of materials for leading counseling sessions that address thinking patterns that can hamper behavior change.

http://www.ibr.tcu.edu/_private/manuals/BriefInterventions/BI(05Aug)-mind.pdf
 

These Mapping Worksheets were selected from the manual TCU Guide Maps: A Resource for Counselors because of their specific focus on thoughts and actions.

Each mapping worksheet follows a “fill in the blank” format to encourage participants to consider thinking patterns and how to change cognitive distortions. Once participants complete their worksheet, group discussions and commentary on applying new ways of thinking to past and current problems and life situations can be explored.

Why a “map”?

The purpose of this section is to introduce a promising technique that can be used by counselors to help clients represent and resolve personal issues. There is research that validates the effectiveness of this tool in the counseling process, so we give you some background and a quick look at the major research findings on maps.

Types of Maps.

Node-link maps are tools that can visually portray ideas, feelings, facts, and experiences. There are three broad categories of these maps:
Free or process maps
Information maps
Guide maps (the focus of this section).

As you can see from the examples, the nodes in a map are drawn as enclosed boxes and represent thoughts, actions, or feelings. The map links are simple lines with arrows that are labeled to show the direction of influence and the interrelationships among the nodes.

Free or process maps: Using a chalkboard, flip chart, paper and pencil, or computer, client(s) and counselor can work together to create a map of the problem or issue under discussion.

For examples of the use of free mapping, see Mapping New Roads to Recovery: Cognitive Enhancements to Counseling, Dansereau, Dees, Chatham, Boatler, and Simpson, 1993. Available at http://www.ibr.tcu.edu/).

Information maps: They have been used in academic settings where research has showed them to be powerful study tools. These maps organize facts in a specific content area and present them in an easy-to-remember format. The first research on mapping was done with college students, who could remember more main ideas from maps than from comparable texts.

Guide maps: These are pre-structured templates with a “fill-in-the-space” format that guides the client’s thinking within a specific framework (e.g., personal strengths, goals), and allows ample freedom for self-expression.

In a group setting, a guide map can be used to focus and keep a discussion on track. As an individual activity, it provides a structure for thinking about and organizing to otherwise nebulous personal issues.

In group work, the map can provide some assurance that each group member has had a chance to visit a particular issue personally, even if there has been insufficient session time for each of them to air those issues within the group.

Roots and Rationale. Node-link maps have an empirical base in research dealing with the effects of using two dimensional visual representations. These graphic representations are frequently found to be more effective than verbal discourse or written narrative in dealing with complex problems and issues.

Flowcharts, organizational charts, Venn diagrams, pictures, and graphs can increase communication efficiency by making related ideas easier to locate and recognize, and, as a result, potentially more amenable to inferences and recall. The physical formats of spoken language or written narrative are linear “strings” of ideas.

Visual representations, on the other hand, have the capability of simultaneously clustering interrelated components to show complex multiple relationships such as parallel lines of thought and feedback loops.

Problem-Solving: Personal problems may be complex, making them both difficult to analyze and emotionally daunting to resolve.

A visual representation such as a node-link map can capture the most important aspects of a personal issue and make alternatives more salient for both the client and the counselor.

Because this has the potential to make a problem appear more manageable and a solution more probable, it may diffuse at least some of the anxiety surrounding the issue, as well as increase motivation to work toward a solution.

Evidence-Base: In 1989, maps were first studied as personal management tools for college students in substance abuse prevention research (Tools for Improving Drug and Alcohol Education and Prevention, D.F. Dansereau, Principal Investigator) sponsored by the National Institute on Drug Abuse (NIDA).

At the same time, through the NIDA-sponsored DATAR (Drug Abuse Treatment for AIDS Risk Reduction) project, (D. D. Simpson, Principal Investigator) maps were introduced to methadone maintenance clients and their counselors in three urban Texas programs.

Findings from this research were quite positive. A second DATAR project (Improving Drug Abuse Treatment for AIDS-Risk Reduction) and the NIDA-sponsored CETOP project (Cognitive Enhancements for the Treatment of Probationers; D. F. Dansereau, PI) confirmed maps as useful counseling tools.

The CETOP project did so with a particularly tough client pool, probationers in a criminal justice system treatment program. A summary of major findings from the four research projects follows, with referenced research articles that support each finding.

  --continued--

Excerpted from Unlock Your Thinking - Open Your Mind - A collection of materials for leading counseling sessions that address thinking patterns that can hamper behavior change.

http://www.ibr.tcu.edu/_private/manuals/BriefInterventions/BI(05Aug)-mind.pdf